Curriculum Overview All of our students are working below age related expectations. Students follow an individualised curriculum, adapted to ensure it is both functional and meaningful and is delivered through project themes across nine key areas of learning. Whilst awaiting the outcome of the Rochford review, we have continued to use ‘P’ Levels (extending to P9, P10…). We use ‘B’ squared for analysis. Curriculum policies: Curriculum policy Primary curriculum policy Secondary curriculum policy Teaching and learning policy Teaching of reading policy Assessment, recording and reporting policy Learning takes place according to age and ability across 4 key stages as set out below. Although we have an awareness of 'Interim Key Stage Assessment', both KS1 and pre KS1. Our young people are consistently functioning lower than this or, have significant barriers to prevent the same rate of learning. We therefore have a unique curriculum to ensure functional and meaningful learning. Skills are taught and continually adapted to ensure life long outcomes for our young people. Our curriculum policies above provide additional information about learning at each stage. Primary (Key Stage 1 and 2) The primary department introduces learners to a range of different learning activities. Areas of learning are closely linked and are from the Foundation Stage of learning and the National Curriculum. This department works in line with other departments focusing on specific themes. Secondary (Key Stage 3 and 4) The secondary department promotes independence focusing on developing life and vocational skills. Emphasis is placed on learning through experience with the curriculum being individually tailored and differentiated to reflect and meet the varied skills and needs of the students. Learners starting out in the early stages of their secondary curriculum will be involved in learning in a range of different ways that can support their individual needs. Students will learn through a themed curriculum that links to specific areas of relevant learning and topics that are important to them. At Key stage 4 students have the opportunity to work towards an ASDAN Transition Challenge qualification. Post 16 The main aim for post 16 students is to offer a range of person centered learning opportunities through a carefully planned curriculum. Assessment in year 11 enables us to identify the best possible route for the future, which could include work placements and appropriate accreditation.